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"While the president of the USA has a good official support system the British PM is devoid of such structures" Examine this statement.

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Critically evaluate the principle underpinning two contrasting established models or approaches to pupil and classroom behaviour management. Drawing upon your reading & school-based observations, outline the strategies you intend to use in the classroom to promote good behaviour, self-control and independence. Introduction Classroom behaviour management can be defined as 'The ways in which student behaviour, movement & interaction during a lesson are organised & controlled by the teacher to enable teaching and learning to take place most effectively.' Richards (1990) Primary and secondary classrooms have changed radically over the last few years. Effective classroom and behaviour management has become one of the major concerns for schools, with an emphasis placed on the teacher managing a 'learning environment'. Learning is the acquisition of knowledge, understanding & skills and it is commonly accepted that we learn through observation, trial & error, instruction, practising, experience, investigation, reading, social interaction. Pavlov was the first figure to examine the link between learning and behaviour. His work on conditioned response to stimulus is the first recorded acknowledgement to the inexplicable link between learning and behaviour. Behaviour could be taught. Although Pavlov didn't extend his findings to people, a range of American psychologists built upon his work, taking their research into the classroom. This led to development of range of theories relating to learning, & indeed behaviour management. Wheldall and Merret (1983) summarised the underlying principles in relation to classroom behaviour management, "Behaviour is learnt". Research shows that there are many different schools of thought relating to how people learn, all of which have different principles and attitudes. ...read more.


relevant learning experiences, and additional teacher support is often required to introduce and assist to transform the activity from a constructivist one to a Social Constructivist ideal. Although this approach to learning creates effective learning activities that are challenging, yet achievable according to the abilities of the child, effectual classroom management also encompasses creating an effective learning environment, Rogers 1990. Poor behaviour within the classroom would result in disruption and render the environment unsuitable for learning. Managing children's behaviour in the context of group work can be hard. However, the introductions of multi-level reward schemes that run throughout schools appear to be effective. Given the greater social context that Social Constructivism brings to classroom, through group work for example, children are encouraged to work together and learn from each other. This in turn has brought about the 'self-policed' classroom, where there is an emphasis on working together with rewards for whole class, group and individual behaviour. Furthermore the classroom becomes a positive environment where discussion and positive contributions are seen as important. The emphasis is placed on involving and engaging everyone which results in less negative behaviour or disruption. Children are aware of learning objectives & progress is frequently reviewed. This empowers the children and encourages them to become active & independent learners who are responsible for their own behaviour. Jerome Bruner is also a Social Constructivist. His work has had great influence upon the education system within Britain. Bruner introduced the idea of continuity and progression in his book, 'The Process of Education'. ...read more.


For example, if the child has achieved a personal target such as staying on task, rewards will be given. I propose that these will take the form of stickers and a small treat to ensure immediate recognition. Group: With the class organised into working groups, I plan to initiate a 'league'. This system is aimed at creating a culture of support, challenge and success, with a weekly incentive awarded to those who work best as a team. Charts will be used to allow the children to monitor progress. Whole class: Using a system of 'stars', as seen in Year 6, the collective behaviour of the class can earn, or indeed lose, stars. If the full 10 are achieved across the week, the children will benefit from a surprise privilege. Unlike with Year 6, it is my opinion that the younger children require a more instantaneous acknowledgement of the achievement. All of these strategies will be linked across the half-term, as an incentive to continue standards that have been achieved. Considerations Dependent on: o Behaviour policies used in school o Age of children o Support of parents o Resources available for introduction of classroom assistants to improve social learning Conclusions o David Fontana 'Psychology for teachers', summarises all of what we have covered above. (See appendices 4.) o Children have to learn to behave o Different strategies suit different situations o Generally the approach used these days is based on rewards and sanctions o My opinion is that this should be developed further moving towards a culture where children are responsible for their own behaviour (long term solution) 2591 ?? ?? ?? ?? 1 Education & Professional Studies ...read more.

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